Race and Ethnicity Essay Example for Free

Race and Ethnicity Essay This course focuses on the issues, challenges, and opportunities presented by U. S. population diversity. Workplace issues related to employee diversity in terms of gender, race or ethnicity, socioeconomic class, and cultural background are emphasized. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Harvey, C. P. , Allard, M. J. (2009). Understanding and managing diversity (4th ed. ). Upper Saddle River, NJ: Pearson. Schaefer, R. T. (2011). Racial and ethnic groups (12th ed. ). Upper Saddle River, NJ: Pearson. All electronic materials are available on the student website. |Week One: Workplace Diversity | | |Details |Due |Points | |Objectives |Recognize the dimensions of diversity. |6/10/13 | | | |Differentiate the concept of inclusion from the concept of diversity. | | | | |Describe diversity and inclusion in the workplace. | | | |Reading |Read Ch. 1 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 17 of Racial and Ethnic Groups. | | | |Reading |Read Introduction to Section I and Section I of Understanding and Managing Diversity. | | | |Participation |Participate in class discussion. |6/10/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/10/13 |2 | |Learning Team |Create the Learning Team Charter. | | | |Instructions | | | | |Learning Team Charter | | | | |Learning Team |Review the Week One objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Individual |Apply critical-thinking skills to answer the following questions based on this week’s |6/10/13 |5 | |Thinking About Diversity|readings. The response to each question must contain 150 to 300 words. | | | |and Inclusion | | | | | |What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by | | | | |referencing both textbooks. | | | | |With what ethnic, cultural, or other groups do you identify? Describe what members of your | | | | |social circle have in common. | | | | |What is the difference between diversity and inclusion? | | | | |What is the importance of workplace diversity training? | | | | |What is your experience with workplace culture? Could there be, or could there have been, more| | | | |inclusion? | | | | | | | | | |Format your paper consistent with APA guidelines. | | | |Week Two: Prejudice, Stereotypes, Discrimination, and Privilege | | |Details |Due |Points | |Objectives | |6/17/13 | | | |Explain how the concept of culture is used to construct group identity. | | | | |Analyze the social concept of race. | | | | |Describe how behavioral and thinking patterns apply to diversity issues. | | | |Reading |Read Ch. 2 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 3 of Racial and Ethnic Groups. | | | |Reading |Read Ch. 5 of Racial and Ethnic Groups. | | | |Reading |Read Introduction to Section II in Section II of Understanding and Managing Diversity. | | | |Reading |Read Are African Americans Still Experiencing Racism? | | | | |in Section II of Understanding and Managing Diversity. | | | |Reading |Read Inventing Hispanics in Section II of Understanding and Managing Diversity. | | | |Reading |Read To Be Asian in America in Section II of Understanding and Managing Diversity. | | | |Reading |Review Ch. 6 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 7 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 8 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 9 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 10 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 11 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 12 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 13 of Racial and Ethnic Groups. | | | |Reading |Review Ch. 14 of Racial and Ethnic Groups. | | | |Reading |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. |6/17/13 |2 | |Discussion Questions |Respond to weekly discussion questions. |6/17/13 |2 | |Learning Team |Submit the Learning Team Charter. | | | |Instructions | | | | |Learning Team Charter | | | | |Learning Team |Review the Week Two objectives and discuss insights and questions you may have. | | | |Instructions | | | | |Weekly Team Review | | | | |Learning Team |Begin working on the Equal Rights Proposition Outline assignment due in Week Three. | | | |Instructions | | | | |Equal Rights Proposition| | | | |Outline | | | | |Individual Multicultural|Resources: Culturegrams database and Racial and Ethnic Groups |6/17/13 |15.

Racial Discrimination Essay -- English Literature

Racial Discrimination Racial discrimination is shown through out the book, To kill a mockingbird. During discrimination, many certain people got hurt during the times of the depression. In this book, Tom Robinson was teased of and discriminated against because he was black. Scout Finch is the narrator of the book. Jem is her brother, and the father is Atticus Finch, the dad and the city knowing lawyer. This book is set during the depression, so it is kind of hard for people to live with going through this time period. Many people are very hurt and very badly beaten because of the time that people usually did not like blacks and some times they did not even like whites at times. The author of To kill a mockingbird, is Harper lee, whose book shows the hard times of companionship and leadership throughout to kill a mockingbird, which shows how people are treated and how they act about being beat up. She also tries to show how people have so bad ideas that would just be painful to someone else but they still think it is cool because they know that they should not be living with a black person or a white person. Most of the prejudice that happen in this book revolves around the Tom Robinson rape case. This book is set in Maycomb, Alabama. Racial discrimination becomes a big factor in to kill a mockingbird. " People said that he existed but jem and I had never seen him". " There are four kinds of folks in this world", Blacks, Ewells, Cunningham's, and the finches and the neighbors. Miss Caroline says to scout that, " your father does not know how to teach". That is discrimination by just guessing that scouts dad doesn't know how to be a teacher. Tom Robinson knew that he was innocent and so did Atticus but ... ... a very hard job because most of the people in maycomb county and the county's all believe that blacks are bad and they should be punished for their race. This is true because people in the city believe that blacks are bad for the community and they should have to be put in jail if they are accused and they might not be guilty, but they are still thrown in jail because of the outside appearance color of their skin. Telling people in maycomb sometimes shows racial jokes while blacks are selfish people, and they should just be put in jail for being selfish. I would hate to always be picked on because what color of my skin I was, or if people to make racial comments that maybe I am small, or like they don't like my racial background. I still believe that people all over the world should just come together and share what they know about racial discrimination.

Developmental psychology Essay

Developmental psychology is a field that studies the different stages of development of human psychology. There are many different models of development – theory of cognitive development by Jean Piaget, psychosexual stages of Sigmund Freud, stages of ego development by Jane Loevinger, model of hierarchical complexity by Michael Commons, stages of faith development by James W. Fowler, stages of psychosocial development by Erik Erikson, stages of moral development by Lawrence Kohlberg, hierarchy of needs by Abraham Maslow, etc. Erik Erikson formulated the stages of psychosocial development as an extension of Freud’s stages of psychosexual development. Erikson proposed eight stages of normal human development: Infancy Toddler Pre-school School Adolescence Young adulthood Middle adulthood Late adulthood The primary conflict in infancy or oral sensory age (birth to 12-18 months) is between trust and mistrust. In the toddler or muscular anal age (18 months to 3 years) stage, there is a conflict between autonomy and shame; initiative and guilt in the pre-school or locomotor (3 to 6 years) stage; industry and inferiority in the school latency (6 to 12 years) age; identity and role confusion in the adolescence (12 to 18 years) stage; intimacy and isolation during young adulthood (19 to 40 years); generativity and stagnation in middle adulthood (40 to 65 years); and ego integrity and despair in late adulthood (65 to death). In the first stage a baby is totally dependent on its parents and it is up to the parents to develop a relationship of trust between the child and themselves. Such a child will grow up to be a more secure individual. During the second stage children grain more personal control over their lives such as fetching things for themselves, toilet training and asking for what they want. Play is an important component of the third stage. During the fourth stage children develop sense of accomplishment and pride. In the adolescent stage children are learning to be independent and they attempt to gain a sense of ‘self’. In the sixth and the seventh stages people explore relationships through family, friends and career. The last stage is one retrospection and contemplation. The central element of the psychosocial theory of Erik Erikson is that of ego identity. This identity develops gradually through social interactions. All the conflicts in the different stages of life lead to what is also known as ego quality or ego strength. While Erik Erikson developed the model of Sigmund Frued, Lawrence Kohlberg extended the theory of cognitive development of Jean Piaget. In Kohlberg’s model there are three levels of moral development – pre-conventional, conventional and post-conventional. Obedience, punishment and self-interest are the main preoccupations in the pre-conventional level. The central questions at this level are, â€Å"How to avoid punishment?† and â€Å"What do I get from this?† Social norms and conformation to authority are the main concerns of the conventional stage. At this level people aspire to fulfil social roles. People are driven by approval and/or disapproval of the group that belong to. It becomes important for them to follow rules and conform to dictums and laws. Being accepted by the group is the most important concern during this level. Universal laws and ethics are more important than group-based laws and ethics in the post-conventional stage. This stage is otherwise known as the principled level. At this stage laws are not considered to be rigid or irrevocable. They are thought to be social contracts that entail varied views and opinions. The keywords of Kohlberg’s theory of moral development are – obedience, self-interest, conformity, law and order, human rights and universal human ethics. The mental stages of Kohlberg’s theory of moral development are designed to meet certain criteria: On a qualitative level, they are different ways of thinking. They are structured wholes. The progress of the stages is an invariant sequence. They are hierarchical. They are universal across cultures. Kohlberg uses these stages to explain other cognitive forms, particularly the ability to take roles. In the pre-conventional stage children do not know that there are other viewpoints on every subject. They accept the viewpoint only of the authority figure. They recognize different opinions and viewpoints in the second stage but gravitate towards those views that they themselves hold. People become concerned with the feelings of others during the third and fourth stages.   During the last two stages their worldview expands to include people from other communities and groups. They can identify with the opinions and feelings of ‘other’ people because no law considered absolute and give. Law is a construct and a contract. Kohlberg’s theory has been used in education to help children become active participants in their own moral development. Children are encouraged to discuss and debate moral issues and reach to conclusions on their own. One of the major criticisms of this theory lies with post-conventional stage. Critics have felt that it would be dangerous for people to place their individual values over group values and would be disruptive to communities. Carol Gilligan criticises the theory on the basis that it is totally male oriented and the women have a different path of moral development. Male development emphasizes authority while women emphasize affiliation. Erikson and Kohlberg have both provided important theories that expand on the theories of their predecessors. Erikson’s theory emphasizes social interactions while Kohlberg’s theory emphasises individual ideas and rights. Erikson’s ego identity finds fruition in a life of social interactions while Kohlberg’s ego identity transcends itself and group identities. The latter attributes only normative value to laws and dictums. REFERENCES: Erikson, E.H. (1968). Identity: Youth and Crisis. New York: Norton. Erikson, E.H. (1963). Childhood and Society. (2nd ed.). New York: Norton. Carver, C.S. & Scheir, M.F. (2000). Perspectives on Personality. Needham Heights, MA: Allyn & Bacon. Kohlberg, Lawrence (1981). Essays on Moral Development, Vol. I: The Philosophy of Moral Development. San Francisco, CA: Harper & Row.

The World s International Immigrants - 1040 Words

United state is one of the most popular destinations for the world’s international immigrants. People from all over the world with different backgrounds and beliefs come to this country so they can be guaranteed life, liberty, and pursuit of happiness. America is one of the only countries that have been historically built on immigration, and they all have different level of education from doctors and professors to high school dropouts. People come to this country as naturalized citizens, legal permanent residents, refugees, international students, and others on long-term temporary visas, or unauthorized immigrants. . â€Å"In 2013, approximately 41.3 million immigrants lived in the United States, an all-time high for a nation historically built on immigration. The United States remains a popular destination attracting about twenty percent of the world s international migrants†(Kehaulani). According to Fact Tank news in 2014 there were 11.3 million illegal immigrants in the U.S., and Mexicans make up about half of that number. Any body that contribute and help this country to be one of the greatest should have a chance of being legal immigrants, and they can show that by having good employment record, being dependable taxpayers, and crime free record. Immigration is really a hot topic between all the presidential candidates these days, and they all have different opinion about what they are going to do to solve the problem. â€Å"The problem of immigration is entirelyShow MoreRelatedHow Isolationism Is A Part Of American Policy1602 Words   |  7 PagesFarewell Address in 1796 and lasting to the end of World War II. Factors like thousands of miles of sea between the US and Europe, fear of entangling alliances and a desire to remain autonomous contributed to the overall isolationist sentiment of many Americans. 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